Arabic Vocabulary Learning Research Articles

الأغنية والصور لتعليم المفردات في المدرسة الابتدائية

This research is based on the problems students faced in learning Arabic vocabulary. This research aims to reveal the conduct of instructional vocabulary among students, knowing the students' ability to comprehend vocabulary, and revealing the results of instructional vocabulary after using the song and pictures. The researchers used experimental research method with a quantitative approach. The researchers prepared the pre-test and the post-test to collect data. After processing and analyzing the data, the researchers obtained the mean group of the students' post-test results, 50 in the experimental group and 74 in the control group. The evidence found shows that the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. This means that the use of song and pictures in the process of teaching and learning vocabulary has a strong impact. The process of teaching and learning vocabulary using song and pictures among students has a strong impact on vocabulary comprehension.

Development of Microsoft Power Point Based Educational Game in Vocabulary Learning in Elementary School

This article aims to determine the development of Microsoft Power Point-based educational games in vocabulary learning at SD Muhammadiyah 2 Sidoarjo and to determine student responses to this educational game. The research approach used by researchers is development research because it makes a product that can help learning. The results showed that, 1) It is known how to develop this educational game, namely by finding problems in the field, collecting data, designing products, design validation, design revisions, product trials, limited trials, product revisions, and game distribution for all class students. 5. 2) From the experimental results of distributing games to 5 respondents, it is known that games are interesting and able to overcome the needs of learning Arabic vocabulary by obtaining 4.97 results on the Linkert Scale interval which means that they agree with Microsoft Power Point-based games. And when it was distributed to class 5, it was found that the respondent's results scored 4.94, which means that they strongly agree with the existence of educational games based on Microsoft Power Point. As for the results of the quizzioner distributed to grade 5 students, it is also known that the answers strongly agree with the existence of educational games based on Microsoft Power Point by 83%, agree 17%, and the answers disagree 0%. From these results, the researcher was able to draw the conclusion that educational games are a new tool for learning Arabic vocabulary for grade 5 at SD Muhammadiyah 2 Sidoarjo, have an attractive appearance, and are able to increase students' enthusiasm when learning Arabic vocabulary, and overcome the needs of students. Arabic vocabulary learning, and easy to use.

Penerapan Media Bergambar Dalam Meningkatkan Pembelajaran Kosa Kata di MIN 1 Probolinggo

This study aims to fully explain the application of pictorial media in improving Arabic vocabulary. The method used in this research is descriptive qualitative which aims to explain the application of pictorial media in improving Arabic vocabulary learning. So that students can develop vocabulary well so that students can improve language skills, namely: listening, speaking, reading, and also writing. The results of the research we obtained, show that firstly, with the implementation of pictorial media in increasing Arabic vocabulary, students prefer pictures and writing that are more interesting, secondly, the benefits of pictorial media for learning are clearer and more interesting, the third is the steps for using pictorial media. in front of the class. Fourth, the strengths and weaknesses of students in memorizing vocabulary. The class atmosphere is lively, and the five problems and solutions in the application of illustrated media are Arabic learning materials which are quite difficult, so the solution to learning Arabic with pictorial media at MIN 1 Probolinggo will look effective and efficient if it is done with pictorial visual media, the use of pictorial media is the achievement of a more interesting learning climate.

PENGEMBANGAN POCKETBOOK PEMBELAJARAN MUFRADÂT BERBASIS ANTI RADIKALISME BAGI MAHASISWA JURUSAN PENDIDIKAN BAHASA ARAB

This research aims to find out and describe the development of pocketbooks for Arabic vocabulary learning (mufradât) based on anti-radicalism for students majoring in Arabic Language Education (PBA) FTIK IAIN Pekalongan. This study's results are expected to make a real contribution to the advancement or development of Arabic vocabulary learning media (mufradât) based on anti-radicalism and add scientific insight into the development of Arabic vocabulary learning media (mufradât) based on anti-radicalism. This development research uses analysis, design, development, implementation, and evaluation (ADDIE) models. The results showed: (1) The resulting product form in the form of pocketbook Arabic vocabulary (mufradât) based on anti-radicalism size 11 cm x 15cm with a total of 61 pages. The first section contains an introduction (foreword and table of contents), the second part of the material's content, the Arabic vocabulary (mufradât) based on anti-radicalism, and the last page a list of libraries. This book is made practically and interestingly to make it easier for users and not dull for students. This pocketbook media can be reproduced easily so that every student can have it personally; (2) Based on the assessment of experts, it can be concluded that this pocketbook medium is worthy of use in Arabic vocabulary (mufradât). The material expert rated the results 71 in the category of "Very Worthy" or very good, while the media expert rated the 67 products in the category "Worthy" or acceptable. The student questionnaire results on the assessment of pocketbooks as a medium of Learning Arabic received a score of 79.95 in the category of "Very Worthy" or Very Good.

ARabic-Kafa: Design and development of educational material for arabic vocabulary with augmented reality technology

This research focuses on the production and creation of educational materials for Arabic vocabulary learning using Augmented Reality Technology, namely ARabic-Kafa, which can support both teachers and students. The Marker Based Tracking tool is used in this Augmented Reality application. This method was employed because it can read objects and then display 3-dimensional (3D) virtual objects. The first step in resolving this issue is to create animations through the blender application, choose the image to be utilised as a Marker, and finally, export it to Vuforia to form an Augmented Reality app. The mobile app of Augmented Reality-based educational media is the product of this research. A series of testing were employed and a minimum distance for displaying a 3D object is 10 cm, and the minimum angle 30° to 90° to view 3D objects. The rotation marker's output effectively shows every aspect of the 3D object. Furthermore, the audio pronunciations can be played effortlessly.

Wordwall Application as a Media to Improve Arabic Vocabulary Mastery of Junior High School Students

This study used wordwall application as a learning medium based on educational games. This study aims to determine the effectiveness of the wordwall application in increasing the mastery of Arabic vocabulary. This research used a quantitative approach with the research subjects of class VIII. The type of research is quantitative associative which aims to determine the effect or relationship between two or more variables. The data collection methods were interviews, questionnaires, tests, and documentation. The data analysis used a comparative analysis by comparing the pretest and posttest values (related sample t-test). This study revealed the following: (1) Media creation was done by logging into wordwall.net in order to be able to choose the desired shape according to certain needs. (2) There was a significant difference in terms of the pretest score which is smaller than the posttest score (45.63 < 77.50), (3) there was a difference in the average pretest and posttest outcomes with sig value of 0.000 (<0.05). (4) The percentage of N-Gain was 56.6%, which was categorized as quite effective. Based on the data analysis, it was concluded that the wordwall application was quite effective in increasing the mastery of Arabic vocabulary (Students mastered 25 vocabularies for each theme and according to government standards). Furthermore, the wordwall application could increase the fun, interest, enthusiasm and motivation of students in learning Arabic vocabulary.

The Effectiveness of Using Kahoot! Application as An Evaluation Tool in Arabic Vocabulary Learning at Madrasah Ibtidaiyah

Kahoot application in learning can also help teachers to collect feedback from students, assess students’ learning understanding, and make surveys about problems that can be identified during learning. This research aimed to describe the effectiveness of using Kahoot! application as an evaluation tool in Arabic vocabulary learning for fifth-grade students at MI Al-Ma’arif 01 Margomulyo, Blitar. This research was qualitative with a One Group Pretest Posttest design – an experiment carried out in one group only without comparison. The samples of this research were the fifth-grade 25 students of MI Al-Ma'arif 01 Margomulyo Blitar. The results showed that the average evaluation score of the students after using Kahoot! application as a learning media increased by 75.2, much higher than before, it was 37.6. The use of Kahoot! application as an evaluation tool in Arabic vocabulary learning contributed 32% to the learning outcomes of the fifth-grade students at MI Al-Ma'arif 01 Margomulyo.

Faaliyatu Toriqoti al-Hifri Fii Ta'liimi al-Mufradat

The purpose of this research to know how the drill method is implemented and how effective the drill method is in learning Arabic vocabulary. This research is a quasi-experimental research. This research was conducted at MTs Al-Amiriyyah. The population in this study were students of class VIII MTs Al-Amiriyyah, amounting to 140 students. The samples taken were the control class as many as 34 students and the experimental class as many as 35 students. The experimental class was treated using the drill method in learning Arabic vocabulary, while the control class only used conventional methods. The design used in this study is the Pre-Test Post-Test Control Group Design. The research instrument was in the form of a learning outcome test. To test the hypothesis using the paired sample t-test. Data analysis was done descriptively-quantitatively. The results of this study indicate that: (1) in the control class the average value of the pretest is 59.94 while the posttest average value of 77.17 is still lower than the experimental class, (2) in the experimental class the average value of the pretest is 77.17. 59.54 while the posttest average value of 88.17 is higher than the control class, (3) the average posttest value of the experimental class > control class is 88.17 > 77.17 which means that the experimental class learning outcomes are higher than the control class. control class, in the paired t-test, the results obtained are sig.2 tailed of 0.000 <0.05. The use of the drill method in learning Arabic vocabulary is more effective.

فعالية استخدام وسيلة الصورة في لعبة التخمين الكلمات لترقية كفاء المفردات

The educational process is not isolated from the role of teaching aids in it, because the teaching aid is an integral part of the school’s education process. The position of the educational medium in the parts of the study process was an effort to strengthen cohabitation between the teacher and the student and between the student and his home. This research was conducted in the research of guessing words in the promotion of Arabic vocabulary through the means of pictures among students in the Islamic High School of Bibidas. The use of the means of images in teaching Arabic aims to master the students in vocabulary, ie facilitating them in learning Arabic vocabulary effectively. The research in the Islamic High School of Pipidas aimed to describe how to use the medium of pictures in teaching the Arabic language in order to master vocabulary at the Islamic High School of Pipidas. The type of this research was quantitative research wherever the researcher made observations in the field of research to obtain data and information related to the existing research. The existing data collection method is observation and documentation. The results of the research indicate that the implementation or application of the use of the image method in teaching Arabic in the Islamic High School of Bibidas is effective, as it was for the sake of mastering Arabic vocabulary. The first step is to create the Instructional Design Professor (RPP) in relation to the learning objectives. The second step is to implement or apply the use of the image media, which was effective in benefiting the class and facilitating the students in understanding and memorizing the vocabulary.

Media Experiments with Jumping Word Circles in Improving Arabic Vocabulary Learning for Class IV MI Muhammadiyah Sribit

Mastery of Arabic vocabulary is the main key to success in learning Arabic. By using media as a bridge in distributing material, it will change the mindset of students who think learning Arabic is difficult to understand. At MI Muhammadiyah Sribit, the conventional Arabic learning process inspired researchers to conduct experimental research on the use of word hoop game media to know the differences in students' Arabic vocabulary mastery between the experimental class and the control class. This study uses a quasi-experimental research type with a quantitative approach. The research subjects were students of class IV A as the experimental class and students of class IV B as the control class. The process of collecting data using test results, observations, and interviews was then analyzed using the paired-sample t-test and independent-sample t-test with the help of SPSS. From the results of the study, it was found that the results of the application of game media in learning Arabic can improve students' vocabulary mastery. Based on the results of the independent sample t-test, the posttest significance value in the experimental class was 0.008 < 0.05, and the posttest value in the control class was 0.009 < 0.05. So it can be concluded that there is a significant difference between the mastery of Arabic vocabulary for the experimental class and the control class.
 Abstrak: Penguasaan kosakata bahasa Arab merupakan kunci utama keberhasilan dalam belajar bahasa Arab. Dengan menggunakan media sebagai jembatan dalam pendistribusian materi, maka akan merubah pola pikir siswa yang menganggap pembelajaran bahasa Arab sulit untuk dipahami. Di MI Muhammadiyah Sribit proses pembelajaran bahasa Arab konvensional menginspirasi peneliti untuk melakukan penelitian eksperimental penggunaan media permainan word hoop untuk mengetahui perbedaan penguasaan kosakata bahasa Arab siswa antara kelas eksperimen dan kelas kontrol. Penelitian ini menggunakan jenis penelitian eksperimen semu dengan pendekatan kuantitatif. Subjek penelitian ini adalah siswa kelas IV A sebagai kelas eksperimen dan siswa kelas IV B sebagai kelas kontrol. Proses pengumpulan data menggunakan hasil tes, observasi, dan wawancara kemudian dianalisis menggunakan uji t sampel berpasangan dan uji t sampel independen dengan bantuan SPSS. Dari hasil penelitian diketahui bahwa hasil penerapan media game dalam pembelajaran bahasa Arab dapat meningkatkan penguasaan kosakata siswa. Berdasarkan hasil uji independent sample t-test diperoleh nilai signifikansi posttest pada kelas eksperimen sebesar 0,008 < 0,05 , dan nilai posttest pada kelas kontrol sebesar 0,009 < 0,05. Sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara penguasaan kosakata bahasa Arab untuk kelas eksperimen dan kelas kontrol.

PENINGKATAN PENGUASAAN KOSA KATA BAHASA ARAB MELALUI GAME ARABIC TREASURE HUNTER

This study examines the success of Arabic learning activities using the Arabic Treasure Hunt Game learning model to improve students’ Arabic vocabulary mastery while knowing their perceptions of the learning model. This study uses a qualitative descriptive approach with data collection methods through observation and interview techniques. This research was carried out in Darusy Syahadah Boyolali Islamic boarding school with the research subject of I' dād Kulliyatil Mu'allimāt (IKM) of 42 students. The data analysis method is a qualitative analysis technique equipped with a bit of quantitative descriptive data. The results of this study indicate that (1) the Arabic Treasure Hunt Game can increase students' interest in learning Kulliyatil Mu'allimāt (IKM) in learning Arabic vocabulary. (2) The Arabic Treasure Hunt game can help students improve Arabic vocabulary mastery. (3) Students perceive the Arabic Treasure Hunt Game is an exciting game that can increase interest and enthusiasm for learning, facilitate mastering new vocabulary, and improve the ability to master Arabic vocabulary.

LECTURERS’ NEED ANALYSIS FOR I-AQRAN MODULE IN ARABIC VOCABULARY CONSOLIDATION AMONG UITM LEARNERS.

This first-phase of a study known as needs analysis aimed at identifying the needs of Arabic language lecturers in designing and constructing the i - Aqrān Module for strengthening Arabic vocabulary among UiTM students. This needs analysis used survey as its research design and data were then analysed through quantitative approach. The study sample consisted of 40 Arabic language lecturers who teach Arabic II (Two) courses at UiTM in all branch campuses of Malaysia. The study also used a set of questionnaires as research instrument. Before the actual questionnaire was administered to the students, the researcher had consulted insights from 3 referral experts in the field related. The data obtained were analysed by using descriptive statistics in which mean score and standard deviation are generated followed by interpretations of the score. The data were analysed based on 6 constructs: (1) Arabic Language Interactive Learning in the classroom, (2) Interactivity in Arabic Classroom Vocabulary Learning, (3) The Need of Multimedia Software Technology in Interactive Learning, (4) The Need of Skills in Interactive Learning of Arabic language, (5) Proposed Learning Activities based on Multimedia Software Technology in Interactive Learning of Arabic Language and (6) Proposed Forms of Assessment in Interactive Learning of Arabic Language. The findings of the study showed highly positive response from the Arabic Language lecturers towards the 6 constructs listed in the questionnaire. The findings of this needs analysis phase can further solidify the elements that should be included in the designing and constructing of the i - Aqran Module. Needs analysis is an inevitable part or process in designing and building a module (Aliza & Zamri, 2015).

PENGGUNAAN STRATEGI MIND MAPPING DALAM PEMBELAJARAN KOSAKATA BAHASA ARAB

For muslims, Arabic language is more important than the other languages. One of the ways to understand Arabic is learn about it. Learning strategies have an important role in learning Arabic, including learning vocabulary. But, in reality Many students feel difficult to learn Arabic, especially in mastering mufradat and other materials. One of the reasons is the wrong process when studying mufradat. This paper describes the implementation of mind mapping strategy in learning Arabic vocabulary at Junior High School (SMP) Alam Banyuwangi. This study used a descriptive qualitative approach with three data collection techniques, namely observation, interviews, and documentation. The results showed that mind mapping strategy can help the teachers to solve the problem of learning Arabic, especially to improve students' mastery of Arabic vocabulary. Because mind maps use visual and sensory reminders in a pattern of related ideas. This map evokes original ideas and triggers memories easily.

PENGGUNAAN STRATEGI MIND MAPPING DALAM PEMBELAJARAN KOSAKATA BAHASA ARAB

For muslims, Arabic language is more important than the other languages. One of the ways to understand Arabic is learn about it. Learning strategies have an important role in learning Arabic, including learning vocabulary. But, in reality Many students feel difficult to learn Arabic, especially in mastering mufradat and other materials. One of the reasons is the wrong process when studying mufradat. This paper describes the implementation of mind mapping strategy in learning Arabic vocabulary at Junior High School (SMP) Alam Banyuwangi. This study used a descriptive qualitative approach with three data collection techniques, namely observation, interviews, and documentation. The results showed that mind mapping strategy can help the teachers to solve the problem of learning Arabic, especially to improve students' mastery of Arabic vocabulary. Because mind maps use visual and sensory reminders in a pattern of related ideas. This map evokes original ideas and triggers memories easily.

Learning Arabic Vocabulary: The Effectiveness of Teaching Vocabulary and Vocabulary Learning Strategies

This paper intends to contribute to the research field of vocabulary learning from an Arabic language acquisition perspective. After a brief introduction, the paper deals first with some linguistic, Arabic-specific considerations within the vocabulary teaching theoretical framework and then presents a research project, the scope of which is the monitoring of students’ vocabulary proficiency in two subsequent terms, where vocabulary instruction differed in focus on teaching methods. Specifically, the paper outlines the frequency ranges of the words taught during the course, accounts for the methods chosen to measure the students’ vocabulary proficiency and compares and discusses the results.

Strategies And Methods Of Learning Arabic Vocabulary/ Strategi Dan Metode Pembelajaran Kosakata Bahasa Arab

This research aims to analyze strategies and methods of learning Arabic vocabulary that is tailored to the level of students. The research method is library research which is some of the data resources took by books and journals; then researchers analyze the data with content analysis methods. The problem which mostly figured out by students in learning Arabic is their lack knowledge of understanding its vocabulary, the problem which mostly figures out by students in learning Arabic is short of knowledge in vocabulary and understanding its meaning. Those impact to the low skills of students in learning the Arabic language. So, there is a need for vocabulary learning strategies and methods that are appropriate to the level of students. The results found that there were strategies and methods which appropriate to the level of students for the primary level (mubtadi'): (1) the mim-mem method, and (2) the singing method, for the intermediate level (mutawasiṭ): (1) Total Physical Response (TPR) method, (2) effective demonstration method, and (3) direct method, and for advanced-level (mutaqaddim): (1) reading method, and (2) cognitive method.

Multimedia interaktif Multimedia Interaktif “Belajar Kosa-Kata Bahasa Arab” Sebagai Media Edukasi Belajar Bahasa Arab Untuk Anak Sd Kelas IV

Appropriate and appropriate learning methods in educating children are veryimportant things. With interactive multimedia technology that is widespread,we can use it as a learning media. Interactive multimedia development makesit possible to create an interactive educational media called "Learning ArabicVocabulary". The making of interactive multimedia "Learning Arabic Kosa-Kata" is designed based on a case study from the Elementary School (Al-Azhar Elementary School) that applies Arabic language learning. Using theright and varied media in the learning process can increase learningmotivation and can reduce student passivity (Hardianto,2005). Vocabularylearning is a very important material in language learning. A person will notbe able to speak a language before he enriches himself with vocabulary fromthat language. Likewise with children in this case. After the survey andinterview conducted at Al Azhar Elementary School located at Tiban 1,Patam Lestari, Kec. Sekupang, Batam City Prov. Riau Islands, on October31, 2018, the parties from the school in question were very hopeful that thisinteractive multimedia "Learning Arabic Kosa-Kata" could immediately beready for distribution.

PENGGUNAAN METODE PHONETIC DALAM PEMBELAJARAN KOSA KATA BAHASA ARAB

Some methods are developed and applied in various institutions for improving the quality of student learning outcomes. Likewise, in the Arabic Development Institute (LPBA) Pondok Pesantren Salafiyah Syafi'iyah Sukorejo Situbondo which applies the Phonetic Method in the learning, especially in Arabic vocabulary learning. In the application, 1) teacher prepares a learning tools, 2) the learning is begun by a simple Arabic vocabulary expressions, 3) it is Helped by a classroom equipment as a media aid, and 4) teacher always provides a practical exercises at the end of learning.

ANALISIS METODE CARD SORT DALAM PEMBELAJARAN MUFRADAT BERBASIS PENDEKATAN KOGNITIF

The purpose of this study is to analyze the using of card sort method in learning Arabic vocabulary based on cognitive approach. In this study, the researcher used was library research. The finding of this study indicated that in the learning Arabic vocabulary based on cognitive learning, teacher provided an opportunity for students to think, understand, and explore because this approach is proses-based, not product-based. Someone’s behaviour is decided by his understanding about situation related to the learning objectives. The learning process supports students to be more active (student-centered). In this case, the teacher as a facilitator used a card sort method in learning process, thus, the students are more enthusiastic and do not feel bored in learning Arabic vocabulary.

Mnemonik : Solusi Kreatif untuk Meningkatkan Kemampuan Menghafal Kosa Kata Bahasa Arab Siswi Madrasah Aliyah Nurul Jadid

This study aims to determine the process of learning Arabic vocabulary with several methods in the class, and how teachers deal with these obstacles. There needs to be a breakthrough for teachers to be more creative in choosing alternative methods, the methods used by teachersin Madrasah Aliyah Nurul Jadid to make it easier for students to improve their memory in memorizing Arabic vocabulary. In its application is to use mnemonic techniques including those that are often used, namely association and rhyme. This research is a descriptive study with a qualitative approach, data collection techniques that researchers do by observation and interviews, the results of this study indicate: First, the application of Arabic vocabulary learning using the association and rhyme method runs well and smoothly, the learning process becoms more fun, can foster student enthusiasm, thus it can be concluded that the teaching of vocabulary using these methods proved effective for improving student learning outcomes Madrasah Aliyah Nurul Jadid.